There are various teaching perspectives used by educators such as the nurturing perspective and the social reform perspective. The social reform perspective is effective for adult learners as it involved the transformational learning as well as a critical reflection (Nesbit, 2005). The perspective depends on experiences that help transform the beliefs of an individual from old ways of understanding to new perspectives. The purpose of adult education mainly focuses of providing learning experiences that help them achieve a certain goal. Therefore, the transformational phases differ depending on the individual objectives or achievements. The perspectives also help in critical thinking and reflection that supports the transformational learning
Horton was interested in education for social change, he advocated that education be grounded in the learner’s experiences and included the use of questions to stimulate self-examination as well as examination of social systems. Horton’s approach to adult education has several key features. The key features in Horton’s approach are leadership development, social analysis, experience, learning and social meaning. (Pyles, 2013) Myles Horton’s organizing framework is a transformative approach anchored in the belief that societal change necessarily entrails a change in consciousness. (Pyles, 2013) Horton and his cohorts believed that people themselves are the authorities on their experiences and thus on their own learning needs and educational agendas. (Pyles, 2013)
In this article, Ellen L. Marmon is expressing a new visionary idea of how to apply the Transformative Learning Theory, but working with adults. The main focus is the Christian Education and even though there are different ways to transmit information, she truly believes that an effective one is teaching grown-ups and not just having a learning process during the childhood and teenage years, as the majority usually think.
By writing personal accounts of their lives, many women of the nineteenth century used the emotion of sympathy to share their feelings. According to Rosemarie Garland Thompson, "Sympathy is an effective rhetorical strategy in women's writing because it combines and embodies the fundamental elements of the feminine script." (Thompson 131) By using sympathy in their writing, Harriet Jacobs and Elizabeth Barret Browning, both nineteenth century women writers, made their readers want to help reform the South.
Mezirow, J. (1997). Transformative learning: Theory to practice. In Cranton, P. (Ed), In Transformative Learning in Action: Insights From Practice, New Directions for Adult and Continuing Education No. 74. (5-12).San Francisco CA: Jossey-Bass
An era of bigotry, racism, and conformity promoted a period of rebellion, protest, and activism beginning in the 1960s. The African American civil rights movement gained massive support in the 1960s (1). The anti-war hippie movement followed soon after, attracting attention from across the country (2). Lastly, activism for gay rights rose substantially during the 1960s (3). The leaders who have first garnered the support for the cause primarily drove the momentum needed to successfully implement the legislative initiatives that each civil rights group called and protested for.
The Transformative Learning theory (TLT) was developed by Jack Mezirow over 35 years. During these 35 years, the theory has evolved thorough critique, and research. Transformative Learning is a theory of adult learning that emphasizes a framework for learning, provides a reflection on assumptions and authentication of meaning. The primary purpose of adult learning is transformative learning leads to growth, empowerment, explores values and knowledge. The theory delivers a pathway for adults to take ownership of social and personal roles, assist in the development of self by enabling the world to become better through greater understanding and consciousness of issues beyond self, and help individuals improve their role in life.
Thus, “Transformative adult education” helps to guide the learners to be self-guided analyzing their old deep seated perspectives comparing them with the significant ethical, moral and emotional values connected with their new experiences to create for them new interpretations that may achieve transformative learning that changes their whole perspectives in
Edward W. Tayor and Patrica Cranton 's textbook: The Handbook of Transformative learning, Research and Practice contains an amalgamation of theories that has been amassed by an ecumenical panel of scholar over the years. In Chapter 1, the writers lay out a vast array of theories and reflect on assumptions that are perceived by way of personal experiences and early learned social behavior.
.... (1987). ‘Malcolm Knowles’ in P. Jarvis (Ed.) Twentieth Century Thinkers in Adult Education. London: Croom Helm. Kearsley, G. (2011). The theory into practice database. Retrieved from http://tip.psychology.org Knowles, M. S., et al. (1984). Andragogy in action: Applying modern principles of adult education. San Francisco, CA: Jossey-Bass. Knowles, M. S. (1989). The making of an adult educator: An autobiographical journey. San Francisco, CA: Jossey-Bass. Merriam, S. B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. New Directions for Adult and Continuing Education, 89, 3-13. National Louis University. (2005). Retrieved from http://www.nl.edu/academics/cas/ace/resources/malcolmknowles.cfm Smith, M. K. (2002). Malcolm Knowles, informal adult education, self-direction and andragogy. Retrieved from www.infed.org/thinkers/et-knowl.htm
The United Nations Inter-Agency Task Force on Sport for Development and Peace. “Sport as a
The learning process for adults is never ending and can be very challenging. As an adult educator, teaching adult learners you will face many challenges in the learning process. It is our responsibility to keep the learners engaged, and to help them to realize their full learning potential.
Edward Lindeman is thought by many to be the founder of contemporary adult education. His work in the area of adult education included the writing of articles, books, public presentations, assistance in the collegiate system as a lecturer of social work and as an associate pastor in the church (Brookfield 1986). Lindeman and Martha Anderson traveled to observe and analyze the German Folk High School system and the worker’s movement. Consequently, Lindeman and Anderson’s comparative research lead to the breakthrough of the German perception of andragogy. Their studies define andragogy as the “true method of adult learning” (1986). In 1968 at Boston University, the initial use of the term “andragogy” to attain prevalent notice of adult instructors occurred when Malcolm Knowles who at the time was an instructor of adult education, presented the term via journal article. In his 1970 book publication, he defined “andragogy” as the art and science of helping adults learn. The concept of self-directed learning, or SDL, maintained below reveals Knowles’ definition of SDL:
Shakespeare wrote, “To thine own self be true.” The beginning of Social Change encompasses the beliefs, qualities, and values of individuals. Change is inevitable whether virtuous or corrupt. Consequently, in society virtuous and corrupt change is present. Thus, individuals must be conscious of self in order to contribute effectively to a group. In addition, surety in one’s philosophies, abilities, standards enables the individual to establish sound opinions based on these defined attributes. Nevertheless, individuals with substantial flaws in their character poses a threat to the survival of self, a group, and a community. In other words, the individual becomes an endangered species; as well as, an endangerment to the survival of a group or community. Educators have the stage to assist in promoting positive social change. Therefore, I work to influence social change through educating the minds of our youths and mentoring new teachers.
A) Social workers “promote social change...the empowerment and liberation of people” (International federation Of Social Workers 2014, para 1);
In relation to social transformation I have gathered materials that focusses on programs provided for ‘refugees’ living in New Zealand. The purpose of my findings are based on the societies support for ‘refugees’ in terms of human security and directions of life before settling in their new destination. There are stories about ‘refugees’ that need to be shared and stories that need to be forgotten, because it can produce controversy within the society or the universe. But where can these ‘refugees’ go if the place they call home is unsafe or too risky for the lives of their families and for themselves. It’s hard enough to migrate into a new country, but it is devastating for refugees who have experienced the loss of homes and loved ones.